ASSESSMENT INFORMATION for students
Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to your workplace.
· Your ability to apply your learning.
· Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
How you will be assessed
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
· Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
· Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
· Ensure that their own qualifications are current.
· When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
· When required, ensure supervisors and students sign off on third party assessment forms or third party report.
· Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
| Type of Answer |
Answer Guidelines
|
| Short Answer |
4 typed lines = 50 words, or
5 lines of handwritten text |
| Long Answer |
8 typed lines = 100 words, or
10 lines of handwritten text = of a foolscap page |
| Brief Report |
500 words = 1 page typed report, or
50 lines of handwritten text = 1foolscap handwritten pages |
| Mid Report |
1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages |
| Long Report |
2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages |
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book:
Author surname, author initial Year of publication, Title of book, Publisher, City, State
assessment guide
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.
| Assessment Method |
Satisfactory Result |
Non-Satisfactory Result |
| You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types. |
| Questions |
All questions answered correctly |
Incorrect answers for one or more questions |
| |
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace |
Answers do not address the question in full. Does not refer to appropriate or correct sources. |
| Third Party Report |
Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator |
Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard |
| Written Activity |
The assessor will mark the activity against the detailed guidelines/instructions |
Does not follow guidelines/instructions |
| |
Attachments if requested are attached |
Requested supplementary items are not attached |
| |
All requirements of the written activity are addressed/covered. |
Response does not address the requirements in full; is missing a response for one or more areas. |
| |
Responses must refer to appropriate sources from your workbook and/or workplace |
One or more of the requirements are answered incorrectly.
Does not refer to or utilise appropriate or correct sources of information |
| Observation |
All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level |
Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level |
| Case Study |
All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. |
Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly. |
| |
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace |
Answers do not address the question in full; do not refer to appropriate sources. |
Assessment cover sheet
| Assessment Cover Sheet |
| Student’s name: |
|
| Assessors Name: |
|
Date: |
| Is the Student ready for assessment? |
Yes |
No |
| Has the assessment process been explained? |
Yes |
No |
| Does the Student understand which evidence is to be collected and how? |
Yes |
No |
| Have the Student’s rights and the appeal system been fully explained? |
Yes |
No |
| Have you discussed any special needs to be considered during assessment? |
Yes |
No |
| The following documents must be completed and attached |
| Written Activity Checklist
The student will complete the written activity provided to them by the assessor.
The Written Activity Checklist will be completed by the assessor. |
S |
NYS |
| Observation / Demonstration
The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.
The Observation Checklist will be completed by the assessor. |
S |
NYS |
| Questioning Checklist
The student will answer a range of questions either verbally or written.
The Questioning Checklist will be completed by the assessor. |
S |
NYS |
| I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO: |
| Overall Outcome Competent Not yet Competent |
| Student Signature: |
Date: |
| Assessor Signature: |
Date: |
written activity
For this assessment you will need to complete the following and submit in a professional, word processed, format. For the questions you are required to provide long answers of approximately 8 typed lines which equals 100 words
1. Mavis has severe dementia
Your client Mavis suffers from severe dementia. Prior to her diagnosis, she participated in many social activities including the country women’s group, line dancing, and regularly attending church. But after the diagnosis, her condition worsened to the point that she could no longer live in her own home and she now lives in an assisted living facility. She regularly forgets what day it is and gets frustrated over her unfamiliarity with time.
a. In what ways could you assist to make the transition from home to the assisted living facility easier for Mavis?
b. How can you find out more information about Mavis?
c. Give two examples of how you would ensure person-centred practice in this scenario.
d. When communicating with Mavis, what are some communication strategies you can use in order to gain her trust
e. Describe what activities you could arrange for Mavis in order to enhance her self-esteem as well as allow her to maintain as much independence as possible.
f. In what ways could you address any possible stigma in relation to this scenario?
2. Beth goes for a check up
Beth is your 67-year-old client who you are taking to the GP for a medical check-up. You arrive at the house to find her in the backyard arguing and hitting her husband with her hand and then with a newspaper. She is accusing him of having a lady friend staying in the house. She appears confused and aimlessly wandering in the garden, incessantly moving pot plants around and accusing the next door neighbour of stealing them.
a. List the behaviours of concern exhibited by Beth.
b. Which behaviours if exhibited by Beth would you consider a risk to yours and other’s personal safety?
c. Using your workplace procedures as a guide, discuss the management strategies you have used to manage behavior of concern with a client with dementia. Include in your answer:
· Its effectiveness
· Any assistance provided before during or after
· Evaluation of the management strategy
· Future plans
· Refer to the needs driven behavior model
d. What could the potential triggers for these behaviors of concern have been?
e. In what ways could the other members of your team be of value when caring for clients with dementia?
f. In what ways could you provide support to Beth’s husband in this instance?
g. Following your workplace procedures, what reports or documentation would need to be completed following care of Beth on this day?
h. Detail how you would complete the documentation in line with your organisation’s procedures relating the collection storage and dissemination of information.
i. What possible impacts could Beth’s illness have on Syd or other family members?
3. Peter moves in with family
After experiencing a number of health problems, Peter (85 years old) has recently moved in with his son Joe and daughter-in-law Alyssa in an up-and-coming subdivision just outside of the city. In recent months, Peter has experienced a number of health concerns, including some falls and frequent problems remembering things. Doctors think Peter might be showing signs of dementia.
Lately, Peter has noticed that he has not been receiving his mail as he did when he lived by himself. Peter asked Joe if he has noticed anything about the missing mail. Joe assures him that when the mail is delivered to the mailbox at the end of their road, he makes sure to collect and open all of Peter’s mail to ensure it is handled promptly. This makes Peter uneasy. He feels he is completely capable of dealing with his own mail and does not feel that Joe needs to do it for him. However since he has recently moved in with Joe and is relying on Joe to help him with some of his day-to-day tasks, Peter is fearful of confronting his son and hurting his new living arrangement.
a. Do you see any signs of possible abuse? If so, what types of abuse?
b. How should you provide support services to an older person when suspected or confirmed abuse is occurring?
c. How should you provide services to the client when the alleged perpetrator is integral to the older person’s life?
d. Detail the strategies you have in place to monitor how stressful situations have a personal impact on you as a worker.
e. In what ways can you ensure that you can de-stress following incidents like those listed above?
4. Research
a. Source recent research on dementia. Provide a short summary on:
· The common indicators and symptoms of dementia,
· The pathological features of dementia,
· Any other conditions that might correlate with the onset of dementia.
Questions
The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.
Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.
1. Give a brief summary of your understanding of dementia, including the symptoms, causes, and treatments.
2. What are the principles of person-centred practice?
3. What are the five major needs of people with dementia which shape person-centred care?
4. List two examples of each of the following: Neglect, physical abuse, sexual assault, psychological and emotional abuse
5. What appropriate communication strategies can you use to communicate with people with dementia? Give examples of each strategy.
6. What factors must you consider when organising activities for people with dementia?
7. How can you assist a person with dementia to stay safe and happy whilst still having a level of independence?
8. In what ways can you collect information relevant to your care of a person with dementia?
9. Give a detailed example of a way in which you can assist the family or carer of a client.
10. What impacts can caring for a person with dementia have on a family? Provide an example of each.
11. What are the typical behaviours of concern related to dementia? Give an example of what could cause these behaviours.
12. List four tips for making the home a safe environment for a person with dementia.
13. Discuss the documentation you use in your workplace when providing care for people with dementia, and the storage requirements for them.
14. In what instances are you required to report to your supervisor regarding clients with dementia?
15. In what ways can you monitor your stress levels to ensure the highest possible service continues whilst working with clients with dementia?
16. What can you do to ensure that you look after your own health and wellbeing while working to provide support to people living with dementia?
17. Why is it important to maintain an unchanging environment as much as possible for a person with dementia?
18. In what ways does your workplace provide for collaboration or debriefing regarding client care? Can you identify any improvements that could be made?
19. How could you address the stigma associated with dementia?
Developed by Enhance Your Future Pty Ltd 1 CHCAGE005 – Provide support to people living with dementia Version 1.1 Course code and name
Get Answer Over WhatsApp
Order Paper Now
